Writing Curriculum Progression Map - Key Knowledge and skills

Grammar

N/A Write short sentences with words with known letter sound correspondences using a capital letter and full stop

To use finger spaces.

Beginning to use capital letters at the start of a sentence.

To use capital letters for proper nouns and I.

Beginning to use full stops at the end of sentences

Beginning to use and identify question marks and exclamation marks.

To use adjectives to describe.

Using ‘and’ to join clauses and words independently.

To mostly use capital letters for proper nouns and I.

Possessive apostrophe (singular)

Correctly using: full stops, capital letters, exclamation marks and question marks.

To use commas for lists.

To use apostrophes for contracted forms

To use different sentences: statement, question, exclamation and command

To use expanded noun phrases

To use adverbs.

To use the correct tense consistently, including the progressive form

To use subordination (using when, if, that, or because)

To use coordination (using or, and, or but).

Possessive apostrophe for regular plurals and irregular plurals.

Extending sentences with more than one clause using a range of conjunctions

Use present perfect form of verbs.

Use conjunctions, adverbs and prepositions to express time and cause.

Use a range of adverbs

Punctuate direct speech mostly correctly.

Use a and an correctly.

Pronouns to avoid repetition. Use contractions.

Use commas to separate clauses.

Consistently organise writing into simple paragraphs around a theme.

Fronted adverbials followed by a comma consistently

Use a colon before a list.

Use a range of subordinating conjunctions

Use possessive apostrophe for single and plural nouns.

Use verb inflections correctly (we were not we was)

Use expanded noun phrases with prepositions.

Punctuate direct speech correctly and start a new paragraph for a new speaker.

Modify adjectives and prepositional phrases – the strict teacher with curly hair

Create complex sentences omitting the relative pronoun.

To use relative clauses beginning with a relative pronoun.

Consistently use brackets, dashes or commas for parenthesis.

Use devices to build cohesion: conjunctions, adverbials, pronouns, synonyms and antonym within and across paragraphs

Use verb tenses consistently and correctly throughout their writing

Use the range of punctuation taught

Improve writing by using semi colons.

Explore and use active and passive.

Use hyphens to avoid ambiguity.

Improve own writing by using subjunctive forms.

Writing Curriculum Progression Map - Key Knowledge and skills

To use and understand the grammatical terminology taught

Composition

Develop their communication, but may continue to have problems with irregular tenses and plurals, such as ‘runned’ for ‘ran’, ‘swimmed’ for ‘swam’

Develop their pronunciation but may have problems saying: - some sounds: r, j, th, ch, and sh - multisyllabic words such as ‘pterodactyl’, ‘planetarium’ or ‘hippopotamus’

Use longer sentences of four to six words.

Start a conversation with an adult or a friend and continue it for many turns.

Use talk to organise themselves and their play.

Using print and letter knowledge in early writing. For example: writing a

Articulate their ideas and thoughts in well-formed sentences.

Connect one idea or action to another using a range of connectives

Describe events in some detail.

Spell words by identifying the sounds and then writing the sound with letter/s.

Write short sentences with words with known letter-sound correspondences using a capital letter and full stop.

Re-read what they have written to check that it makes sense.

Write simple phrases and sentences that can be read by others.

Saying out loud what they are going to write about.

Composing a sentence orally before writing it

Sequencing sentences to form short narratives.

Write sentences in order.

To write narratives and nonfiction.

To use some features of different text types.

To reread their writing to check it makes sense

To discuss their writing

Write simple and coherent sentences fiction and nonfiction

Write a range of genres.

Planning writing

Plan a range of vocabulary. Make simple additions and corrections to their writing.

Proofreading and read their writing aloud with intonation. Identify audience and purpose.

Use the first 2 or 3 letters of a word to check its spelling in a dictionary.

To write simple sentences dictated by the teacher

Plan writing by discussing writing similar to that which they are planning, discussing and recording ideas.

Draft and write by composing and rehearsing sentences orally.

Use a range of appropriate vocabulary.

Organise and group material into paragraphs around a theme.

In narratives, creating settings, characters and plot

Use organisational devices (headings and sub-headings)

Draft and redraft work

Choose nouns and pronouns appropriately to avoid repetition

Use prepositions to add detail.

Draft, redraft and edit to check for errors and ensure the meaning is clear

Create detailed settings, characters and plots in narratives to engage the reader.

Use the appropriate structures for different text types

Accurate tense used consistently

Link ideas across paragraphs.

Use organisational devices (headings and sub-headings)

Build a varied and rich vocabulary and a range of sentence structures

Identify the audience and selecting and use appropriate language and structures

Blend action, dialogue and description.

Improve own writing independently.

Draw on reading and research when planning

Write for a range of purposes and audiences, selecting language that shows good awareness of the reader.

In narratives describe settings characters and atmosphere Integrate dialogue in narratives, blending dialogue, action and description.

Draw on similar writing models, reading and research when planning.

Discuss and use formal and informal appropriately Select vocabulary and grammar that reflect genre.

Writing Curriculum Progression Map - Key Knowledge and skills

pretend shopping list that starts at the top of the page; writing ‘m’ for mummy

Write some or all of their name.

Spelling

See spelling lists and rules for each year in the National Curriculum and on Spelling Shed

Spell words by identifying the sounds and then writing the sound with letter/s.

Spell words by identifying sounds in them and representing the sounds with a letter or letters.

To spell most words containing previously taught phonemes and GPCs.

To spell most Y1 common exception words and days of the week accurately (from English Appendix 1).

To use -s and -es to form regular plurals correctly.

To use the prefix ‘un’.

To add the suffixes –ing, -ed, -er and –est to root words (with no change to the root word).

Handwriting

Use a comfortable grip with good control when holding pens and pencils.

Show a preference for a dominant hand.

Write some letters accurately.

Develop the foundations of a handwriting style which is fast, accurate and efficient.

Hold a pencil effectively in preparation for fluent writing- using the tripod grip in almost all cases.

Sit correctly at a table, holding a pencil comfortably and correctly.

To write lower case and capital letters in the correct direction, starting and finishing in the right place.

To write lower case and capital letters in the correct direction, starting and finishing

Segmenting spoken words into phonemes and representing these by graphemes correctly.

Spelling phonemes for which 1 or more spellings are already known.

To spell common exception words.

Spell words with contracted forms. Use suffixes to spell longer words (–ment, –ness, –ful, –less, –ly).

Write simple sentences dictated by the teacher

Form lower-case letters of the correct size

Start using diagonal and horizontal strokes needed to join letters.

Capital letters and digits of the correct size, orientation

Using spacing between words that

Spell further homophones

Spell words with prefixes and suffixes correctly.

Spell all words with prefixes and suffixes correctly

Spell further homophones correctly.

Spell further homophones correctly

Spell all words with prefixes and suffixes correctly.

Spell correctly most words from the year 5/ year 6 spelling list

Use a dictionary to check the spelling of uncommon or more ambitious vocabulary.

Use diagonal and horizontal strokes to join letters

Increase the legibility, consistency and quality of handwriting

Increase the legibility, consistency and quality of handwriting

Join letters, understand which letters are best un-joined

Join letters, understand which letters are best un-joined.

To write legibly, fluently and with increasing speed.

Maintaining legibility in joined writing when writing at speed.

Form lower-case and capital letters correctly

in the right place with a good level of consistency.

Write recognisable letters, most of which are correctly formed.

reflects the size of the letters